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Topic

Graduate Experiences in Community-Engaged Research: Exploring the Motivations, Barriers, and Benefits of Graduate Students Conducting Community-Engaged Research

Department of Sociology

Date & location

• Thursday, December 12, 2024

• 1:00 P.M.

• Cornette Building

• Room A317

Reviewers

Supervisory Committee

• Dr. Tamara Humphrey, Department of Sociology, University of Victoria (Supervisor)

• Dr. Anelyse Weiler, Department of Sociology, UVic (Member) 

External Examiner

• Dr. Alicia Horton, Department of Criminology, Douglas College 

Chair of Oral Examination

• Dr. Helga Thorson, School of Languages, Linguistics and Culture, UVic

   

Abstract

In recent decades, universities have increasingly emphasized collaboration between academic researchers and non-academic communities, leading to a growing use of community engaged research (CEnR) approaches to address social and health-related issues. CEnR focuses on collaborative research between academic researchers and members of the community where the research topic or issue is situated – generally researching a topic that is put forward by the community in question. This trend has extended to graduate students, who are steadily adopting CEnR approaches in their theses and dissertations. However, limited research exists on the specific experiences of graduate students working within a CEnR framework, as well as on the factors that affect their capacity to meaningfully engage in this approach. This study explores the motivations, values, and experiences of nine graduate students conducting CEnR for their thesis or dissertation research. Through interviews, I examine how these students adopt CEnR practices, build relationships with community partners, and navigate the challenges unique to CEnR. Findings indicate that, beyond challenges commonly reported in the literature, graduate students face additional barriers, including limited knowledge and skills in CEnR, difficulties in establishing and sustaining community relationships, and the need to balance CEnR commitments with academic requirements and personal life. Participants suggested resources to support future CEnR students, including more undergraduate and graduate methods courses on CEnR, an accessible repository of CEnR materials, and additional funding for community engagement activities. Despite these challenges, graduate students value CEnR for its potential to create ethically sound, collaborative, and trust-based partnerships between academic researchers and community members.